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Expand your career opportunities when you earn a Doctor of Social Work degree with a specialization in one of eight focus areas.
An advanced social work practitioner can make a positive impact in the community on many levels. This specialization can prepare you for a career as an expert in clinical social work practice. You will have the opportunity to focus your studies in supervision, treatment of forensic populations, and addictions case management. You can gain the knowledge to supervise or mentor Master of Social Work students or advance your current clinical practice.
Walden students have 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
To complete a doctoral dissertation/doctoral study, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation/doctoral study process in the Dissertation Guidebook.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 855-646-5286.
|Course Code||SOCW 8002||Course||Foundations of Graduate Study||Credits||(3 cr.)|
|Course Code||SOCW 8110||Course||Advanced Social Work Theory and Practice||Credits||(5 cr.)|
|Course Code||SOCW 8802||Course||Clinical Seminar I||Credits||(5 cr.)|
|Course Code||SOCW 8117||Course||Diversity and Multiculturalism||Credits||(5 cr.)|
|Course Code||RSCH 8110||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||SOCW 8570||Course||Social Work Supervision||Credits||(5 cr.)|
|Course Code||SOCW 8137||Course||Contemporary Issues, Social Change, and Social Policy||Credits||(5 cr.)|
|Course Code||SOCW 8138||Course||Program and Practice Evaluation||Credits||(5 cr.)|
|Course Code||SOCW 8203||Course||Theories, Treatment, and Case Management of Addictions||Credits||(5 cr.)|
Quantitative Reasoning and Analysis
Qualitative Reasoning and Analysis
|Course Code||SOCW 8571||Course||Treatment of Forensic Populations||Credits||(5 cr.)|
|Course Code||Course||- Elective -||Credits||(5 cr.)|
|Course Code||SOCW 8610||Course||Action Research Project||Credits||(5 cr. per term for a minimum of four terms until completion)|
The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. Through this course, students gain a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments focus on practical application of writing and critical- thinking skills and promote professional and academic excellence. Major assignments include the preparation of the Professional Development Plan and Program of Study.
In this foundational doctoral course, students are provided with an overview of the ways of knowing diverse contemporary theories in social work and the social sciences. Students will be able to understand how the assumptions of various epistemological paradigms (i.e., ways of knowing) inform research. Students will also explore how theories inform social work practice, policy, and research, and they will discuss the role of the social worker in social issues at the micro, mezzo, and macro levels. In addition, there is an emphasis on the delivery of culturally sensitive and ethical services.
Doctoral students taking this first clinical seminar receive a comprehensive overview of the history, development, and evolution of clinical social work knowledge and practice with individual and family clients.
This course is designed to prepare students to provide leadership to communities, institutions, employees, and agencies to address social justice, fairness, and equity for diverse, vulnerable, and marginalized populations. Students examine the intersections of age, gender, race, ethnicity, sexual identity, ability, and socioeconomic status to understand individuals', communities', and families' experiences of oppression, power, access, and opportunity in society. In addition, students can engage in extensive self-awareness activities to address how their own values, attitudes, and beliefs will impact their ability to practice, advocate, and collaborate around social work, welfare, and policy.
In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
This course is designed to explore the major conceptual approaches, methods, and techniques; evaluation; and ethical and legal issues related to clinical supervision for social workers and social workers in training. Throughout this course, students focus on strategies for working with supervisees representing diverse backgrounds as well as various developmental and learning styles. Students can analyze the purpose of supervision and the theoretical frameworks and models of supervision in social work.
How can students prepare for ethical leadership in social work practice, administration, and advocacy? In this course, students can enhance their understanding of the responsibility of social workers in advanced practice to foster social change for their community, clients, and profession through practice, policy, and advocacy. Students can use current research to analyze and evaluate policy and identify how community, national, and international issues affect the social work profession. In addition, students examine opportunities to learn how to influence policy as a response to the changing needs of a diverse population. Students also can gain an understanding of how to ethically initiate advocacy and social change processes.
Using models of evaluation derived from social science and social work theory and research, students can learn to apply research in social work to inform practice, future research, policy, and advocacy. Topics include the history and theory underlying program and practice evaluation, approaches to evaluation, selection of appropriate quantitative and/or qualitative models and techniques used to perform the evaluation, strategies for getting gatekeepers to be invested in the development of the research and in the outcomes, demonstration of program effectiveness, and dissemination of results to stakeholders. Students can gain an understanding of how to address dimensions of diversity (race, ethnicity, age, socioeconomic status, sexual identity, gender, etc.) in their program and practice evaluations in an effort to ensure equity and fairness in program delivery and advocacy.
Students in this course are introduced to theories, treatment intervention, and case management strategies for addiction counseling. Students are introduced to various models of treatment, recovery, relapse prevention, and continuing care for addictive disorders. In addition, students explore the treatment principles and philosophies of addiction-related programs. Students increase their self-awareness by understanding their own limitations as addiction counselors; recognizing when they need additional resources and support; and knowing when and where to refer clients when appropriate. In addition, students examine substance abuse policies and regulatory processes that influence service delivery in addiction counseling.
In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. (Prerequisites: RSCH 8110 or RSCH 7110 or RSCH 6110.)
Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. (Prerequisites: RSCH 8110 or RSCH 7110 or RSCH 6110.)
Students in this course are provided with the basic knowledge necessary to evaluate and subsequently treat many different forensic populations. Various forensic populations, such as sex offenders, substance abusers, and victims of crime, and employee assistance to law enforcement personnel will be covered. The use of traditional forms of intervention, such as individual and group psychotherapy, as well as recent developments in intervention, such as restorative justice, will be addressed.
Please select an Elective for this program.
Through the doctoral study action research project, students demonstrate their scholarly ability to engage in an iterative process to examine, critique, and synthesize knowledge, theory, and experience so that new ideas can be tested; best practices identified, established, and verified; and theoretical, practice, or policy constructs evaluated and advanced. In all cases, the doctoral study is a rigorous inquiry that results in new knowledge, insight, or practice, demonstrating its efficacy in the world of business and management. The goal of the doctoral study action research project is for the social work professional to conduct a participatory investigation that focuses on a research-based intervention within a designated context. Ultimately, every doctoral study makes a fresh contribution to clinical practice in the field of social work and social work education.Successful completion of this proposal development course does not guarantee approval of the resulting proposal by the student's doctoral committee, the relevant program director, or the IRB committee.Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Doctoral Study with final Chief Academic Officer (CAO) approval.To complete a doctoral study, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their doctoral study on ProQuest before their degree is conferred.